Gay and bisexual male youth as educator activists and cultural workers: the queer critical praxis of three Canadian high‐school students

André P. Grace Department of Educational Policy Studies, University of Alberta, Edmonton, AB, CanadaCorrespondence[email protected]

Kristopher Wells Department of Educational Policy Studies, University of Alberta, Edmonton, AB, Canada

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Kristopher Wells. (2017) Sexual minority teachers as activist-educators for social justice. Journal of LGBT Youth 14:3, pages 266-295.
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Frances Camilleri-Cassar. (2014) Education strategies for social inclusion or marginalising the marginalised?. Journal of Youth Studies 17:2, pages 252-268.
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Lindsay Herriot. (2011) Trends in Canadian Newspaper Coverage of Gay–Straight Alliances, 2000–2009. Journal of LGBT Youth 8:3, pages 215-233.
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Articles from other publishers (6)

Enoch Leung, Gabriela Kassel-Gomez, Samantha Sullivan, Flavio Murahara & Tara Flanagan. (2022) Social support in schools and related outcomes for LGBTQ youth: a scoping review. Discover Education 1:1.
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Brandon Andrew Robinson & Rachel M. Schmitz. (2021) Beyond resilience: Resistance in the lives of LGBTQ youth. Sociology Compass 15:12.
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Amy J. Fredman, Nicole J. Schultz & Mary F. Hoffman. (2013) “You’re Moving a Frickin’ Big Ship”. Education and Urban Society 47:1, pages 56-85.
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Vicky Gunn & Chris McAllister. 2013. Theory and Method in Higher Education Research. Theory and Method in Higher Education Research 155 174 .

Tina Fetner, Athena Elafros, Sandra Bortolin & Coralee Drechsler. (2012) Safe Spaces: Gay‐Straight Alliances in High Schools. Canadian Review of Sociology/Revue canadienne de sociologie 49:2, pages 188-207.
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Rosalind Latiner Raby. (2010) Comparative and International Education: A Bibliography (2009). Comparative Education Review 54:S1, pages S1-S132.
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Gay and bisexual male youth as educator activists and cultural workers: the queer critical praxis of three Canadian high‐school students

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Gay and bisexual male youth as educator activists and cultural workers: the queer critical praxis of three Canadian high‐school students

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